From describing the mathematical properties of an object, to estimating and reasoning, there are lots of engaging activities to get your learners thinking and working mathematically. In our recent webinar on ‘Developing learners’ Thinking and Working Mathematically skills’, Janet Rees uses specific examples from our Cambridge Primary and Lower Secondary Mathematics series to demonstrate engaging teaching ideas to support your learners.
There are eight Thinking and Working Mathematically characteristics: specialising, generalising, conjecturing, convincing, characterising, classifying, critiquing, and improving. Through the session, Janet explores a range of activities to help learners develop these skills and provides some additional guidance on differentiation and assessment for learning.
Primary Mathematics webinar
Here are the accompanying slides to the webinar:
Answering your questions
We received a lot of questions from our participants throughout the session. It would be difficult to answer all of them in detail, but we have identified some common themes and provided advice on each.
Q: Can you share the resources that contain the activities shared in the webinar?
A: The examples in the webinar are from our Cambridge Primary and Lower Secondary Mathematics series.
Q: Where can I find information about the curriculum changes?
A: You can read more about the Cambridge Primary and Lower Secondary Mathematics curriculum frameworks on the Cambridge Assessment International Education website.
Q: How can I help learners who missed the learning of some mathematical concepts due to lockdowns and are therefore struggling with the current lessons?
A: If a learner has missed some important concepts in the previous stages, or if they are having trouble remembering them, it helps to take them back to what they can remember to do with confidence. This may mean that learners are working at a lower level for a while, but they will catch up. Learners need to develop skills in order to solve problems, whether that is simple additional or something far more complicated. Once learners develop an understanding, it is very likely that they will remember it and be able to use that understanding to develop further learning.
Q: Learners are asked to estimate their answers before calculating. Why is it required and do they have to do it?
A: Estimating provides the teacher with an insight into learners’ levels of understanding with particular concepts. It is important to remember that estimating does not have to be right, but if the learner is close to the actual answer it indicates that they have a better understanding of the mathematical problem in front of them. It is also an opportunity for learners to practice their mathematical thinking in order to improve over time.
Q: How can I encourage my learners to express their mathematical estimations (or answers) when they don’t feel confident or worry they are incorrect?
A: If a learner is not feeling confident enough to express their answers, it is best to avoid asking them in front of the class. Instead you could ask them to write it down and then hold it up, so only you can see it. You could encourage them to share their answer with another learner in the class. You could sit with them and discuss their answer. It might take some time, but it is important to give them the opportunity to share their ideas in smaller groups to build their confidence.
Learn more about our Cambridge Primary and Lower Secondary Mathematics series.
